Linking Episodes in Memory and Development

描述(申请人提供)：与大多数心理现象一样，学习和记忆受到许多因素的影响，并随着发展而发生显著变化。此外，他们彼此互动：孩子在过去学到的东西会影响(尽管不决定)S的记忆，而孩子从一次经历中记住的东西会限制S从经验中学到的东西。尽管学习和记忆有着密切的联系，但儿童如何及时地将个别事件联系起来，从而促进一般知识库的发展，这一根本问题在很大程度上还没有得到探索。这一问题尤其相关，因为儿童进入学龄期，发现自己处于要求他们综合在不同时间和不同背景下获得的信息的环境中。这项拟议的研究的目的是启动一项系统的研究，研究在不同时间学习的信息如何在记忆中联系起来。不同剧集元素的研究相似性。这三个目标是在两个实验中进行的，实验对象分别是5至6岁的儿童(分别是幼儿园和一年级)。之所以选择年龄范围，是因为正是在这段时间里，引入了正规教育的要求，包括希望孩子们在一个学期的过程中积累信息，并能够将其与以前学到的信息结合起来。这种工具是一种共享阅读，一种儿童从婴儿期就参与的活动，他们被期望从那里获得知识。学习和记忆是联系在一起的：孩子所学的会影响S/他的记忆。然而，儿童如何及时将个别情节联系起来，从而为一般知识库的增长做出贡献，在很大程度上还没有得到探索。这个问题尤其相关，因为儿童进入学龄期时，整合信息的能力受损与学业失败和精神健康状况不佳(包括焦虑和抑郁)有关。这项研究启动了对记忆中不同情节联系的发展变化的系统研究。

DESCRIPTION (provided by applicant): Like most psychological phenomena, learning and memory are influenced by many factors and undergo pronounced changes with development. Moreover, they interact with one another: what a child has learned in the past influences (though does not determine) what s/he remembers, and what a child remembers from an experience constrains what s/he learns from it. Although learning and memory are intimately linked, the fundamental question of how children connect individual episodes in time so that they contribute to the development of a general knowledge base has gone largely unexplored. The question is especially relevant as children enter the school years and find themselves in settings that demand that they integrate information that has been acquired at different times and in different contexts. The purpose of the proposed research is to initiate a systematic study of how information learned at different times becomes linked in memory. The research similarity of the elements of the separate episodes. These three aims are pursued in two experiments with children 5 to 6 years of age (kindergarten and first grade, respectively). The age range was selected because it is during this time that the demands of formal schooling are introduced, including the expectation that children will accumulate information over the course of a term, and be able to integrate it with information learned previously. The vehicle is a shared book reading, an activity in which children engage from infancy and from which they are expected to acquire knowledge. Learning and memory are linked: what a child learns influences what s/he remembers. Yet how children link individual episodes in time so that they contribute to the growth of a general knowledge base has gone largely unexplored. The question is especially relevant as children enter their school years where impaired ability to integrate information is associated with academic failure and poor mental health (including anxiety and depression). The proposed research initiates systematic study of developmental changes in the linkage of separate episodes in memory.